How do teachers collaborate in Hungarian VET schools? A quantitative study of forms, perceptions of impact and related individual and organisational factors

Empirical Research in Vocational Education and Training

Table 12 Collaboration practices and perceptions of impact: means, standard deviations and significance of difference

	Collaboration practice			Perception of impact			Difference
	n	M	SD	n	M	SD	p	Cohen's d
Observe my colleagues' classes to learn from them	293	2.54	0.89	286	2.71	0.93	.000	0.32
Observe my colleagues' classes in order to provide feedback	291	2.32	0.96	283	2.39	1.00	.010	0.16
Engage in joint activities in a class (e.g. co-teaching) or across different classes and age groups (e.g. organizing projects) with my colleagues	293	2.47	1.06	288	2.56	1.06	.007	0.16
Exchange teaching materials with my colleagues	293	2.98	0.89	287	3.00	0.92	.002	0.18
Engage in discussions with my colleagues about the learning development of specific students	295	3.31	0.70	287	3.24	0.74	.600	0.03
Carry out joint research with my colleagues. aimed at improving teaching practice	292	2.12	0.94	284	2.19	0.99	.003	0.18
Discuss with my colleagues what and how we are learning	294	2.82	0.90	287	2.82	0.93	.778	0.02